ASSESSMENT ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN DAVAO CENTRAL DISTRICT

EDUCATION

This study assessed the implementation of inclusive education in Davao Central District. One hundred seventeen responses were gathered using a researcher-made questionnaire with a four-point Likert Scale anchored from DepEd Order No. 21 precepts. 2019. From this DO, ten identified domains determined the level of implementation, including the learners, curriculum, learning resources, learning delivery, educational assessment, learning environment, teacher professional development, school leadership and management, partnerships for inclusive education, and governance support. Subsequently, the profile of the respondents was determined by seven categories, including age, gender, civil status, specialization, years in the service, highest educational attainment, and relevant training, seminars, and workshops. This study employed a quantitative, non-experimental research design using a descriptive method. In the analysis of the profile of the respondents, frequency, and percentage were used, while the mean was employed to assess the level of implementation. Profoundly, the respondents majorly belong to the age group of 52-60; the dominant gender was female, the civil status is married; they specialized in elementary education major in general education; the length of service is generally 6-10 years; the highest educational attainment is bachelor’s degree and has profoundly attended training on inclusive education. It was found that inclusive education is fully implemented, with school leadership and management garnering the highest mean and curriculum being the least. An action plan was made proposing activities for sustainable implementation, emphasizing the activities planned for the curriculum. Further, it is recommended that the activities, policies, and programs established for inclusive education be realized.

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